Some research suggests that classwide intervention, or Tier 1.5, can be beneficial when the majority of students in a class are not meeting reading goals.

Dr. Erica Lembke, featured speaker at the 2025 Iowa Science of Reading Summit, shares details about her current research on Data-Based Individualization in math and writing instruction.

Online tools, such as the IRRC’s MOTR-Cycle, can be used to track opportunities to respond and improve student engagement.

Teacher knowledge of reading affects student performance on foundational literacy skills assessments.

Conceptual change theory can be used to correct misconceptions surrounding dyslexia.

Dr. Tiffany Peltier discusses Conceptual Change Theory and how it can be used to challenge misconceptions around dyslexia.

Learn effective strategies for teaching cursive and implementing CLIFTER in your classroom.

Attack strategies and schema instruction are two evidence-based approaches for helping students solve word problems.

Word problems present a challenge to students, and common strategies for teaching word problems may be ineffective and misleading.

Professor of Psychology and Researcher Dr. Tim Odegard discusses his work supporting students at risk for reading difficulties and his vision for the future of the science of reading.

Providing students with ample opportunities to respond throughout a lesson can improve their instructional performance.

Literacy skills, such as reading comprehension, vocabulary knowledge, and knowledge of text structures, are critical for students’ success in academic subjects.